To provide practice in reading for gist and for specific information in the context of risky play.
To provide oral fluency in a debate in the context of risky play.
Procedure (28-45 minutes)
Display the main picture from the article. Getting the class to work in pairs to describe it.Asking students to predict what they think the text will be about. Feedback.
Elicit/ Pre-teach the most potentially problematic vocabulary to make the text more accessible. Using ECDW .(Give Ss a definition matching task& get them to match these words with the correct definitions individually.Ss compare their answers in pairs. Monitor carefully..Identify the words which most of the student had problems with. Focus on these words using CCQs.Model and drill words chorally and individually. Write the words on WB.) obesity /ə(ʊ)ˈbiːsɪti/ chronic/ˈkrɒnɪk/ adolescent /adəˈlɛs(ə)nt/ self-esteem/ˌsɛlfɛˈstiːm/ sedentary /ˈsɛd(ə)nt(ə)ri/
Ss will read the text quickly to find the answer to the given general question “Is it useful to let children take more risks or not?" Ss will be asked to compare their answers in pairs, and then they will check whether their predictions were correct or not before doing a whole class feedback.
Ss will read the text quickly again to focus on specific information in order to answer (True/False questions).
Set the follow-up activity and set the scene by establishing a controversial topic “There is an ongoing debate whether to prioritize children safety or the benefits of risky play in early stages. ”. Pre-teach useful functional language for debates (agreeing/ disagreeing). Give clear instructions to the groups.Set up groups.Check understanding of the task. Give Ss preparation time before the activity takes place.Teacher monitors.Whole class feedback.